This study tries to investigate the perception of Saudi students at Jazan University about native English-speaking teachers (NEST) and non-native English-speaking teachers based on their teaching the language skills and grammar. The perception of 50 native English-speaking teachers and 50 non-native English teachers was collected from the students taught by these teachers. The findings show that native English-speaking teachers are outstanding at teaching reading, listening and speaking. In contrast, non-native English-speaking teachers are very good at teaching grammar, reading and writing skills. This study will help the Saudi government employ and hire teachers from other countries where the native language is English and countries where English is the second language. This study will also support the university authorities, educationists, and syllabus designers assigning teachers to teach different language skills based on native and non-native English-speaking teachers.

The assessment system in any institution plays an essential role in producing quality students and their performance. Quizzes are also assessments that assist students in continuously making good scores, and finally, they significantly affect their study results and overall performance. The study aims to determine how quizzes affect students' final achievement of Saudi Arabian students. Two groups of 100 students were the subjects in each group. One group had a pretest and final exam. In contrast, the other group had four quizzes of the same marks as of pretest, and the other was a final test that ultimately affected their final achievement score significantly. The study's finding shows that quizzes do have a mentionable impact on students' overall performance of language skills. This study will guide the educationalists, syllabus designers, and authorities in designing the course assessment and evaluation procedures. This study will also help the new researchers explore more in this field.

Background The government of Bangladesh has been trying to encourage potato consumption to reduce pressure on rice consumption and earn foreign currency along with ensuring zero hunger that helps to achieve the Sustainable Development Goal. It is necessary to use farmers’ resources and current technology more efficiently to meet the demand. Therefore, the authors aimed to evaluate the farm-level efficiency of potato farming in Bangladesh. Methods and materials The Cobb-Douglas Stochastic Frontier Analysis (SFA) and the input-oriented Data Envelopment Analysis (DEA) methods are used to compute farm-level technical, allocative, and economic efficiencies and inefficiency of potato farming. The primary data were collected through interviews of 300 potato farmers from Munshigonj, Rangpur, Dinajpur, and Joypurhat districts of Bangladesh. Results The findings revealed that the efficiency score of the SFA model is higher than the DEA model, which implies that the SFA frontier fits better than the DEA frontier. In the case of DEA, variable returns to scale (VRS) technical efficiency (TE) enveloped data more closely than constant returns to scale (CRS) TE. Results of efficiency suggest significant economic, technical, and allocative inefficiencies in potato farming and there is a scope to increase potato production levels through efficiency improvement. Inefficiency analysis shows that infrastructure and socio-economic factors jointly influence potato production variability. Conclusions The authors suggest for using the SFA to find efficiencies in the agriculture sector. To achieve efficiency in potato production, the government needs to pay attention for improving the allocative and economic efficiencies along with emphasizing to choose the appropriate technology and efficient use of resources for the scale of operation.